Impact in the_context_of_social_inclusion

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Irina Matthews on assessing impact of technology. Speaking at Teaching + Technology = Impact event in Birmingham

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  • During 2009/10 Shropshire and Telford & Wrekin small employers experienced a severe downturn and although the business death rate was not as dramatic as the West Midlands, the impact on small employers was equally severe across Shropshire and Telford & Wrekin and had an adverse effect on the retention of young learners predominantly across the county. Youth unemployment in Shropshire has been steadily rising over the past five years at a similar rate to regional and national averages. The number of unemployed aged 24 and under rose slightly above the national and regional average rates by almost 73% to August 2009 (compared with 58% in the West Midlands and 66% in the UK). Furthermore, there has been a substantial increase in long term youth unemployment. Over the last year, the number of unemployed aged 24 and under who have been claiming for six months or more rose by 176.2%, much higher than either regionally or nationally (105% and 143.7% respectively.) A national study conducted by the Chartered Institute of Personnel and Development in May 2010 found half of employers were not planning to recruit any school leavers or graduates this summer, which could lead to a further rise in youth unemployment as the economic downturn continues. In Shropshire, the NEET (16-18 year olds who are not in education, employment or training) make up 5.5% of the 16 to 18 cohort, which is lower than regional and national averages. Within Shropshire, however, Ludlow has the highest proportion of inactive NEETS at 40.6% of the county total. One third (31.3%) of Ludlow’s NEET total comprises teenage parents or pregnant teenagers.
  • Impact in the_context_of_social_inclusion

    1. 1. “ Teaching +Technology = Impact” in the context of social inclusion Irina Matthews ILT Coordinator (LETS) [email_address] 30 March 2011
    2. 2. Background : Institutional <ul><li>Learning, Employment and Training Services (LETS) is part of Shropshire Council (SC) - it includes: </li></ul><ul><li>The branded services of County Training (CT) </li></ul><ul><ul><ul><ul><li>Work-based learning, Foundation Learning </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Employability Training </li></ul></ul></ul></ul><ul><li>Adult and Community Learning (ACL), Family Learning </li></ul><ul><li>Social Care and Health Training </li></ul><ul><li>Employment Services </li></ul><ul><li>Enable </li></ul>
    3. 3. Background: socio-economic The service delivers training and employability programmes across Shropshire and Telford & Wrekin. Shropshire is a predominantly rural and sparsely populated county with a small micro business culture. The economic geography is complex with economic flows operating towards Telford & Wrekin and the West Midlands. Telford & Wrekin is ranked in the top 30% of the most deprived districts in the West Midlands and in the top 40% most deprived nationally. There are challenges around the increasing proportion of older people (higher than national trends), lack of transport in rural areas (with resultant problems in accessing services), and a low wage economy, especially care workers and women. Implications in terms of digital inclusion : The latest ONS data suggests that 9.2m adults in the UK have never used the internet. The data suggests the key groups of non-users are: Older people–60% of over 65s have not used the internet. Socially excluded – often through unemployment, living in social housing, having low incomes or being single parents. The latest data suggest 31% of those on very low incomes are non users. Those with few or no qualifications -65% of those with no qualifications are non-users. http://www.statistics.gov.uk/pdfdir/iahi0810.pdf
    4. 4. Questions to answer What do we mean by impact? Where is the evidence? How to measure the impact? How to enhance the impact? Role of the ILT Co-ordinator is to apply cohesive and planned approach to the use of technology for business and educational needs. Following organisational restructuring and changes in political and economic landscape it was important to undertake critical review of ILT Development strategy and attempt to answer (among others) the following questions (in relation to using technology for teaching and learning):
    5. 5. What do we mean by impact? Impact for success: <ul><li>Attendance </li></ul><ul><li>Retention </li></ul><ul><li>Achievement </li></ul>Impact for teaching and learning <ul><li>Removing barriers to learning </li></ul><ul><li>Enhancing effects of learning </li></ul><ul><li>Opening up opportunities for </li></ul><ul><li>further learning </li></ul>Impact for learners Social and personal well-being Different stakeholders – different expectations of value, interpretation of impact.
    6. 6. Is there an evidence? <ul><li>Until now there has been no consistent or comprehensive mechanism (within the organisation) for evaluation of effectiveness of technology for teaching and learning. It does not mean that evidence cannot be found, e.g. </li></ul><ul><li>MIS </li></ul><ul><li>Registers to check achievement </li></ul><ul><li>Learners/Tutors’ Comments in Records of progress and Individual learning Plans </li></ul>
    7. 7. Collecting evidence Student: 35029 Assertiveness Meditation (Intro) New You: Stress Free You Taking Charge of your life Future You Computers - First Steps Computers - Learn More Student 4467 Public Speaking Computer Essentials Computers - Learn More Digital Photography – Learn in a day eBay – How to buy and sell Student 32024 Looking good, looking great Yoga – Easy Going Psychology – Intro Computer – First Steps Computer – Learn More Internet, email and text messaging Creating a digital photo album Digital Photography, etc Student 14333 Assertiveness Yoga – Beginners Yoga – Mixed Ability Computers – First Steps Computers - Learn More Student 22928 Keeping up with children KUWC Numeracy & accreditation KUWC Literacy @ Harlescott… Alexander Technique Computer – First Steps Computer – Learn More Tracking learner progression using MIS
    8. 8. Further evidence From Individual Learning Plans and Records of Progress Learners defined their goals as follows: “ To be more confident in using a computer, improve skills or letter and report writing.” “ I am hoping to be able to use computer with confidence , especially emails” “ Doing things with grandchildren and understand what they are doing”. “ Improve computer skills, confidence building” “ Get more confidence in moving buttons and then do Twitter and Facebook”. “ Rather apprehensive … how quickly things change, want to become more confident ” “ Using it in real life” “ Communicating with other people” Learners described their achievements as: “ Learning different ways of doing things. Increasing confidence to try things…” “ Learnt many things that I was not using” “ More confident ” “ Feeling more confident ” “ Fellow students and good working climate gave me confidence to develop skills” “ Tried previously (web-design) but have more confidence now to re-start…” “ More confidence ” “ It all came together”… Next step – learners will: <ul><li>Attend college course </li></ul><ul><li>Attend another ACL course </li></ul><ul><li>Get a job </li></ul><ul><li>Look for a part-time job </li></ul><ul><li>Create my own site and help friends </li></ul><ul><li>My own site – good design </li></ul><ul><li>Will help create a web site for a local society </li></ul>
    9. 9. What does the evidence tell us? <ul><li>Evidence of the impact becomes “visible” when viewed in the wider (beyond </li></ul><ul><li>“ classroom”) context and in the light of the organisation’s ethos. </li></ul><ul><li>Teaching and technology promote social inclusion. </li></ul><ul><li>Teaching and technology are instrumental in closing the breach created by </li></ul><ul><li>digital divide. </li></ul><ul><li>“ Technology” in this context means the summary of behaviours, actions, </li></ul><ul><li>perceptions associated with the development of digital skills (rather being </li></ul><ul><li>directly attributed to a specific type of technology/learning resource). </li></ul>
    10. 10. What does the evidence tell us? <ul><li>Attainment of learning goals (A1 a) </li></ul><ul><li>Learners progress well (A1 b) </li></ul><ul><li>Learners attend and participate as required (A1a4) </li></ul><ul><li>Learners develop personal and social skills, including, as appropriate, spiritual, moral and cultural aspects (A1b1) </li></ul><ul><li>Learners enjoy learning and make progress relative to their prior attainment and potential (A1b2) </li></ul><ul><li>Learners develop relevant knowledge, understanding and skills which contribute to their economic and social well-being (A2.1) </li></ul><ul><li>Learners increase their employability (A2.2) </li></ul><ul><li>Learners progress to further learning (A2.3) </li></ul><ul><li>Learners involved in additional community-based development activities and projects (A5.1) </li></ul><ul><li>OFSTED feedback: </li></ul><ul><li>Young people under fifteen undertaking vocational training </li></ul><ul><li>Parents helping children with school and homework </li></ul><ul><li>Work-based learners across vocational areas </li></ul><ul><li>- Develop good social and employability skills and growing confidence </li></ul><ul><li>indicating that that social inclusion is clearly part of organisation’s ethos </li></ul>Transformational T & L Impact for Success
    11. 11. Managing the impact (Lessons learnt) To manage and measure impact of technology for teaching and learning: <ul><li>View impact in the a wider context: socio-economic, institutional ethos </li></ul><ul><li>Optimise learning environment and teaching practice </li></ul><ul><li>Demonstrate value – “measure what you can, when you can, as seamlessly as possible” http://www.towardsmaturity.org/article/2008/10/28/hints-and-tips-demonstrating-value/ </li></ul><ul><li>Adopt “joining the dots” approach = comprehensive and consistent organisation-wide approach at both strategical and operational levels integrating change management </li></ul>
    12. 12. Optimising learning <ul><ul><li>Adoption of critical perspective and Re-define learning in the view of increasingly ubiquitous use of technology. </li></ul></ul><ul><ul><li>It is the quality of the action or process that </li></ul></ul><ul><ul><li>defines the outcomes (QA vs. QI) </li></ul></ul><ul><ul><li>Development of “hybrid skills” for learning </li></ul></ul><ul><ul><li>professionals (technology related, knowledge and </li></ul></ul><ul><ul><li>skills development, business knowledge and </li></ul></ul><ul><ul><li>skills) </li></ul></ul><ul><ul><li>Defining the framework for assessment of the </li></ul></ul><ul><ul><li>impact </li></ul></ul><ul><ul><li>In what context was the “…” used? </li></ul></ul><ul><ul><li>What practical issue and/or pedagogic concern prompted its use? </li></ul></ul><ul><ul><li>What did you do? </li></ul></ul><ul><ul><li>What, if anything, changed for the better as a result of its introduction? (As best as you can separate out impact on teaching; learning; performance; attitudes; and so on,.) </li></ul></ul><ul><ul><li>What issues were associated with the change? </li></ul></ul><ul><ul><li>What evidence do you have that substantiates these claims about benefits and issues? </li></ul></ul><ul><ul><li>What are the implications of this work for others? </li></ul></ul>
    13. 13. Innovations are disruptive http://www.microsoft.com/education/demos/scale / Innovation leads to deep, transformational changes that will cause disruption to established practices/procedures/policies. Successful transition from innovation to embedded practice requires organisational culture that is geared to accommodating constant change. Increasing the effectiveness of impact is determined by success in the change management.
    14. 14. Re-defining learning (Strategies) Strategies can be based around: Technology and its impact on development of cognitive skills, behaviours and actions – Digital taxonomy. Knowledge management – using intellectual capital for the purposes of creating culture of learning and growth. One of the key concepts is the development of skills of accessing, storing, sharing, validating knowledge through collaboration. http://www.openeducation.net/2008/04/11/blooms-taxonomy-and-the-digital-world/
    15. 15. Measuring impact One of the reasons why e-learning projects fail is failure to demonstrate value. http://www.towardsmaturity.org/article/2010/03/30/33-reasons-why-elearning-projects-fail / Solution: To review data collection/collation processes with the aim of unlocking tacit knowledge that has gone undiscovered so far by means of: <ul><li>Choose the channel of discovery (MIS, learners’ feedback, registers, success </li></ul><ul><li>stories, employers’ feedback, social media – look beyond the obvious). </li></ul><ul><li>Investigate opportunity for interoperability between learning and data </li></ul><ul><li>management systems. </li></ul><ul><li>Work closely with MIS team to explore opportunities for data analysis using </li></ul><ul><li>“ traditional” tools (crosstab analysis, customised reports, viewing results in </li></ul><ul><li>aggregate) as well as more advanced technologies, e.g. Activity Streams </li></ul><ul><li>whereby data is collected from unrelated systems and “wrapped” within the </li></ul><ul><li>common context (provided by Oracle - http://download.oracle.com/docs/cd/E17904_01/webcenter.1111/e10149/activity_stream.htm#CHDJBIIH ) </li></ul>
    16. 16. Impact??? Is there an impact? What does impact mean? Is there supporting evidence? Can impact be measured? How to maximise the impact?
    17. 17. What next? Thank you. Just do it! And a little bit of luck …

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